Use of the Strengths and Difficulties Questionnaire in child and school health services among children aged 4 and 6 years in Southern Norway: clinical considerations

Table 3 Total number and proportion of children categorized as having borderline and abnormal scores

	UK [20]		Sweden [18]		Denmark [19]		Norway ¹
	Borderline	Abnormal	Borderline	Abnormal	Borderline	Abnormal	Borderline	Abnormal
	Sum/ratio	Sum/ratio	Sum/ratio	Sum/ratio	Sum/ratio	Sum/ratio	Sum/ratio	Sum/ratio
Total difficulties	28	25	85	79	99	54	84	74
Total difficulties	0.042	0.038	0.128	0.119	0.149	0.081	0.126	0.111
Emotional symptoms	49	57	138	120	30	38	129	84
Emotional symptoms	0.074	0.086	0.208	0.180	0.045	0.057	0.194	0.126
Peer problems	29	24	82	98	77	53	50	130
Peer problems	0.044	0.036	0.123	0.147	0.116	0.080	0.075	0.195
Conduct problems	48	31	51	66	87	66	46	128
Conduct problems	0.072	0.047	0.077	0.099	0.131	0.099	0.069	0.192
Hyperactivity	31	41	114	154	110	58	83	102
Hyperactivity	0.047	0.062	0.171	0.232	0.165	0.087	0.125	0.153
Prosocial	32	26	87	46	61	39	102	100
Prosocial	0.048	0.039	0.131	0.069	0.092	0.059	0.153	0.150
N	665	665	665	665	665	665	665	665

The table shows the total number and proportion of children categorized as borderline and abnormal when suggested cutoff values from the UK, Sweden and Denmark were applied, respectively. The corresponding cutoff values are presented in Table 2. We used the age-appropriate cutoff values and separated between genders if the cutoff values were different. For the UK cutoff values, the norms for children aged 2–4 years were applied to the 4-year-old children in our study. For the Swedish cutoff values, the norms for 4- and 5-year-old children were applied. For the Danish cutoff values, the norms for children aged 5–7 years were applied. In cases where the cutoff values were similar for the borderline and abnormal scores, we only included individuals in the abnormal group. ¹The Norwegian numbers are based on the 80^th and 90^th (10^th and 20^th for the prosocial score) percentiles from the present study

ISSN: 1471-2431